Educational Philosophy: Guiding Students in their Life ... · EDUCATIONAL PHILOSOPHY 3 Introduction...
Transcript of Educational Philosophy: Guiding Students in their Life ... · EDUCATIONAL PHILOSOPHY 3 Introduction...
Running head: EDUCATIONAL PHILOSOPHY 1
Educational Philosophy: Guiding Students in their Life with God, Self, and Country
Michael E. Markgraf
L26991096
Foundations of Education
EDUC 604 - D03
Dr. James Fyock
Liberty University
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Abstract
The overall philosophical perspective that I have is not something that has been, or could
have been, derived as a result of a single circumstance or experience. Rather, it is a compilation
of the many experiences over 50 years of living. Experiences from: being my wife’s friend and
having a friend in my wife; being a parent, grandparent and a son; being an educator and being a
student; being a professional manager and supervisor and being a subordinate; being a leader and
being a follower; being a Mentor and being a protégé. The roles in life and the experiences
within those roles developed me and the way I perceive the world and every aspect of my
interactivity with that world. This paper will attempt to express just one of the aspects of my life
and the way I see that aspect; to expound on my educational philosophy. This philosophy not
only includes aspects of theistic realism and St. Thomas Aquinas’ five assertions, it also goes
beyond to include a nationalistic point of view.
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Introduction
Webster's dictionary defines philosophy as: the general laws that furnish the rational
explanation of anything. In this case, the word "anything" is defined as education. The purpose
of education has many responsibilities with associated outcomes. As a citizen of the United
States and an educator, who has a devotion to God and country, I can be described as a Christian
Nationalist. It is from this perspective where my educational philosophy is derived. I believe
that the concept of education should support three distinct outcomes: (1) To provide a
foundation to open the door for the pupil to develop their devotion to God through Jesus Christ;
(2) The development of self and the various characteristics of self that supports their devotion to
God and country; and (3) To guide pupils to the enlightenment of knowing and understanding
what their gifts are, how those gifts relate to the betterment of the American culture, and how to
use and apply those gifts in support of the American culture. From this view I am in line with
Benjamin Franklin’s utilitarian (Gutek, 1995, p.178) [JF1]view of curriculum. Considering
Aquinas’ second assertion (Gutek, 1995, p.110), God must be the central point in all educational
goals, activities, and focus. Educators must exemplify a “Christian Mind” (Graham, 2009,
p.120) when conducting every aspect of their roles and responsibilities. All educational topics
can provide these three outcomes if God is in control and is free to touch the hearts and minds of
the pupil.
Throughout world history, many cultures, people, and events have shaped the institution
of education. The Old Testament has many references covering education and it’s significance.
The early Greeks Greek philosophers, such as Socrates, Plato, and Aristotle, had much to say
about education (Gutek, 1995). Through the years of the Roman Empire, the Medieval days, the
Renaissance and Reformation periods, education was invasively affected by the various people
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that were contemporary for those eras. Generally, the intent of education was based on the given
worldview of the time (Gutek, 1995). Depending on what the important thing or characteristic
was of the time greatly influenced the degree of God's influence in education. Given today’s
dynamic period of technology, political, and secular self-awareness, the role of God has taken
additional and serious hits adversely impacting His role in country and personal life, not to
mention education. I think it’s time to get back to the basics and properly use the things God has
given His creation. The main gift that needs remedy is using our intellect to serve God and each
other.
Worldview and Philosophy of Life
Everything that man is able to experience with the senses are the result of God's creation
and wisdom. There were those in the past, such as Rousseau and Pestalozzi, who greatly
integrated the idea of using the senses as part of education (Gutek, 1995). The concern that I had
with their concepts was how they disregarded God as the central point. As part of this creation,
God gave man the special authority to be over and above all of His creation (Genesis 1:26). This
authority comes with benefits, but more importantly, comes with responsibilities. This
responsibility requires man to be mindful of how their his decisions affect God's creation. This
includes how we impact the physical environment, the biological environment, each other, and
our relationship to God. John Dewey derived that all human associations are educative (Gutek,
1995, p. 484) [JF2]and as a result of this, educators are to be more mature in order to effectively
deliver education to the less mature. Contextually, I agree, but with the additional condition that
God be the source of that maturity so a positive impact with others results.
The reality of God’s creation goes beyond what we can experience. Aristotle’s concept
of realism (Gutek, 1995, p.48) has been supported throughout history, particularly in the last 75
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years with the advent of microscopes, atomic theory and other such scientific advances. Thomas
Aquinas’ theistic realism (Gutek, 1995, p.110) defines my view that goes beyond the material
and to the spiritual. Pupils, either through self exploration or tutored by an educator, will learn
the realities of God’s creation. The significance of this reiterates how important it is to mimic
medieval scholasticism (Gutek, 1995, p. 106) of including God in the curriculum. Helping the
revelation of God’s creation with the influence of God to the pupil is crucial in their relationship
with God in latter years.
The impact that the role of education has in God's world is significant. Throughout the
Old and New Testaments there are 361 individual references with the word "teach,"; 13 of those
specify the teaching of children. God understands the significance of education and has an
expectation how man, in his role and responsibility, should conduct education based on his value
system. Here again, to develop our relationship with God, through knowledge and experience,
that education can do for their pupils.[JF3]
Philosophy of Schools and Learning
Schools are formal or informal institutions where the direct or indirect education process
is to take place. Learning is the outcome that results from the experience of the interactions the
student has with the educational process. It is hoped that the learning is consistent with the
expected outcomes. Regardless of the interaction, positive or negative, learning will result. This
tremendous responsibility mandates that the school ensure that there is a positive learning
environment, lesson delivery, and conduct. If the Christian doctrine is a fundamental part of the
school, not just in words, but in actions, then the school will be in a great position to fulfill their
duties and responsibility. Gutek (1995) explained that, at various times in world history the
“track system” was discussed, such as what the Renaissance and its focus on upper and lower
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classe[JF4]s (pg #). [JF5]I have varying views regarding this concept. Helping all pupils learn and
appreciate what their God given talents are is vital. However, regardless of what God’s gifts are,
the educational system should be standard for all pupils for all talents. Any divergent process
should not occur until after High School graduation. It here where the various “tracks” in God’s
plan be pursued.[JF6]
Learning is the natural outcome of experience that has responsibilities for both the school
and the pupil. The schools responsibility is ensure that they do everything they can to provide a
learning environment and appropriate lessons. If God is integral in the schools school’s
philosophy, then God should be included in the character of the lessons, the schools school’s
personnel, and the environment. The pupil has the responsibility to make choices of accepting
the challenges and developing their character to successfully overcome those challenges.
Through proper and responsible guidance and God’s presence, the pupil will be able to value
how to develop moral character. Consistent with Plato’s desire for rulers to have moral
excellence (Gutek, 1995). [JF7]If the schools do what they are supposed to do, then the pupil
owns their own outcome.
In order to support my view of Nationalism, schools need to be progressive so as to keep
up with technology and other critical world advances. In these terms I am in line with what
Francois Guizot in suggested that civilizations are fluid and continually changing (Gutek, 1995).
Education needs to help subsequent generations, working work within God’s gifts, not just to
keep up, but to be the leader in the world.
Educational Practice
Putting God first in the classroom starts with inviting Him at the start of the day.
Whether the school institution is of a secular or Christian nature, privately beginning the day in
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prayer at the start of the day can be done. Knowing that God can be included without violating
any laws provides reassurance and increases courage to do it. If there is an educational context
attributing the topic to God and the Bible, then it is perfectly within the law to discuss God and
the Bible in the lesson (Buehrer, 2015). God is the creator of all things; , thus it is logical to say
that God can be found in all schools school subjects.
I was not a successful student through high school and accept responsibility.
Understanding what I know today regarding educational psychology, I can't help but attribute my
experience to my social development. From this, I consider it crucial to recognize the pupil as an
individual with unique characteristics. Lesson and objective development needs to consider the
pupil. As early as Aristotle, various people throughout education history recognized, to varying
degrees, the importance of age appropriate lessons (Gutek, 1995). More contemporary
individuals, such as Piaget and Erikson, have scientifically validated the importance of
understanding cognitive and psychosocial development (Slavin, 2015). Stimulating the pupils
pupil’s motivation with interest via challenging, but appropriate, lessons is important. Having a
fluid classroom that allows for modifications that accommodate the pupils needs helps to support
the goal of including all pupils.
Regardless of the developmental level of the pupil, incorporating the love that God has
for the little children can always take place. This concept is also applicable to the various
cognitive ability and how a pupil is culturally defined[JF8]. Each pupil has been given special
talents that God will define in the hearts of each person. For this purpose, the priest educator
provides an educational environment that fosters opportunity for God to speak to the hearts of
their pupils (Van Brummelen, 2009). If the school and educators practice the Christian view of
education, God will bless the effort.
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Teacher-Learner Relationships
As in any relationship there are specific ethical and moral duties, as well as boundaries
inherent for both parties. Additionally, there are specific roles and responsibilities associated
with both roles. The educator has a duty to be competent in their subject and provide their best
effort with the best of intentions associated with that duty. The student has a duty to apply
themselves to the best of their ability to overcome adverity [JF9]and successfully attain the
outcomes expected. The educator, in the role of a King, having authority, is in a very strong
position to make positive or negative impacts (Graham, 2009). Educators also have much more
wisdom regarding life and subject to where they can effectively mentor pupils. This relationship
allows the educator to ,not only help the pupil learn the subject, they can help the pupil
understand the gifts God gave them. Ultimately, to provide guidance in ways to explore those
gifts and ideas in how to use them.[JF10]
Both roles have a duty to honor what God has provided them. Educators have the gift of
teaching. The Christian educator provides instruction to help their the pupil realize their his or
her full potential for God's service. To this end, the educational outcome is more than just
mastering the subjects taught. Another outcome is the moral character to pursue with honor,
intrinsic drive to fulfill and overcome adversity, and a vision to see God's plan for their lives.
Here again, teachers have the opportunity to fulfill their responsibility to of being mindful of an
that aspect of God's creation. Consistent with Aquinas’ fourth assertion (Gutek, 1995, p.110) of
free will, educators are not responsible for the pupils pupil’s choices and resulting consequences
of those choices. However, educators are responsible for ensuring they perform their duties as
God would have them do. Educators need to be humble in their role and let go and allow God to
be in control of outcomes.
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Diversity
The concept of diversity considers the various differences each person brings: and in
education, it is what each student and teacher brings to the classroom. The characteristics of
diversity includes, e but is are not limited to: gender, race, religion, personalities, and disabilities.
Understanding that each person has unique qualities that will be different from anyone else
guarantees there will be diversity in the classroom, is one very important thing. [JF11]However,
there is an aspect within the concept of diversity that is just as critical, maybe even more critical.
This aspect is inclusion. Understanding that diversity exists means nothing unless we are
inclusive of those who are different. From a practical sense, we should understand that diversity
is a characteristic of the United States and requires a dedicated consideration of multicultural
education (Hallahan, 2015). The educator needs to exemplify tolerance within themselves and
enforce the same standards in how pupils treat each other.
Paul taught that he becomes all things to all people (1 Corinthians 8:9). Contextually
Paul was referring to the conversion of people following various non-Christian worldviews to
Christianity; this inference also has a place into in understanding the diversity of our pupils. In
the educational application, this refers to building lessons and delivering those lessons so as to be
inclusive of all students. This consideration automatically supersedes any innate prejudices and
biases that we may have. Here again, applying the responsibility that God gave man can be
exemplified in how a teacher treats their students, and how a teacher addresses pupil to pupil
interactions. The diversity of God's salvation is open for all people; thus it would be logical that
our Christian responsibility is also devoted for toward all people. As a Christian educator, the
responsibility extends to all pupils.
Conclusion
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The concept of education and being an educator is not confined to the formal classroom
or institution. Education is extensively connected in every aspect of the human experience.
There is the parental role and every area within the family structure; there is the societal role and
every decision government at every levels level makes; there is the school and all of the
components within the school; there is the role of leadership and the examples given to
subordinate levels; and there is the “self” and what we decide to allow and interpret through our
experiences. There is one thing that is prevalent in each and every aspect of the human
experience; and that is the presence of God and his love, mercy, and wisdom. I concur with
what John Calvin believed regarding the legacy of Adam’s sin and the perpetual effects it will
have on man (Gutek, 1995). It is because of this the free will of man to make choices and
believe that our wisdom is all we need that feeds this propensity. From that premise came the
incessant endeavor to remove God from His role to influence and lead His creation.
Education needs to consider how the outcomes serves society and the nation as a whole.
Additionally, each person has a God given talent and role within creation. Education has a duty
to help each pupil discover that God given talent and help define the role that talent fits in God’s
plan. If the nation is a Christian nation, then God’s plan would be to use that gift of talent in the
role of what the nation needs.
When considering the overall impact that education has, it is important that educators of
every type understand their role and responsibility. It should be noted that James taught that not
many should become teachers because teachers are judged more strictly (James 3:1).
Understanding that James’ statement is contextually concerning for those who are teachers of
Christianity, because the significance of the impact that the teacher has on their students is real
and profoundly significant. Great teachers should consider their worldview and philosophy of
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life, their philosophy of schools and that of learning, their educational practice, their relationship
with their students, the concepts of diversity and what each pupil brings, when performing their
duties. However, without the influence of God, I can’t help but wonder, to what end are the
efforts supporting. It is compelling to suggest that without God, who is infallible, there are only
two possible sources of the work being presented: they are self or Satan and both are fallible.
Education is not just delivery quality and effective instruction. Rather it is how that quality and
effective instruction is delivered, and but whose influenced it is delivered under.[JF12]
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References
Buehrer, E. (2015). Faith, Freedom freedom & Public public Schoolsschools: Addressing the
Bible & Christianity without Mixing mixing Church church & State state (video).
Graham, D. L. (2009). Teaching redemptively: Bringing grace and truth into your classroom.
(2nd edition). Colorado Springs, CO: Purposeful Designs Publications.
Gutek G.L., (1995). A history of the western Western educational experience. (2nd Edition).
Long Grove, IlIL: Waveland Press.
Hallahan, D. (2015). Exceptional learners: An introduction to special education. (13th edition).
Hoboken, NJ: Pearson Education.
Slavin, R. E. (2015)., Educational psychology: theory Theory and practice. (11th Edition).
Upper Saddle River, New JerseyJ: Pearson Education.
Van Brummelen, H., (2009). Walking with God in the classroom: -Christian approaches to
teaching and learning. (3rd Edition). Colorado Springs, CO: Purposeful Designs Design
Publications.
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EDUCATIONAL PHILOSOPHY PAPER GRADING RUBRICS
CONCEPTS
Standard Descriptor Advanced Proficient Developing Points Earned
INT-A1 Introduction / Thesis Statement 10 points
A well-constructed introduction presents a clear thesis statement that conveys a personal philosophy of education and is strongly aligned with the title and body of the paper.
A clear thesis statement is introduced, conveys a personal philosophy of education, and aligns with the title and body of the paper.
The thesis statement is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.
10
INT-A1 Abstract 10 points
Abstract provides effective summation of overall arguments contained in the paper body.
Abstract exists but does not provide effective summation of overall arguments contained in the paper body.
Abstract is vague and does not convey a personal philosophy of education.
10
INT-A1 Worldview and Philosophy of Life 30 points
All of the issues of meaning/purpose, truth, and values are presented coherently and lay a foundation for a consistent philosophy of education.
Most issues of meaning/purpose, truth, and values are all presented coherently and lay a foundation for a philosophy of education.
Few of the issues of meaning/purpose, truth, and values are presented and/or are inconsistent with the philosophy of education.
30
INT-A1 INT-C12
Philosophy of Schools / Learning 30 points
Beliefs about schools and the learning process strongly align with worldview, are consistent with methodology, and are conveyed in light of professional knowledge in the field.
Beliefs about schools and the learning process loosely align with worldview and methodology, and are conveyed in light of professional knowledge in the field.
Beliefs about schools and the learning process do NOT align with worldview and methodology, and/or are NOT conveyed in light of professional knowledge in the field.
30
INT-A1 INT-C12
Instructional Practice / Methodology 30 points
Thoroughly describes an exceptional instructional practice/ teaching model, explaining the purpose/vision for why it will be implemented,
Describes a basic instructional practice/ teaching model, explaining the purpose/vision for why it will be implemented.
Instructional philosophy/ teaching model is vague and/or does not explain the purpose for implementation.
30
INT-A1 INT-C11
Teacher-Learner Relationships 10 points
Clearly outlines beliefs on effective teacher/ learner relationships; strongly aligned with philosophy and practice.
Outlines beliefs on effective teacher/ learner relationships; loosely aligned with philosophy and practice.
Poor description of teacher/ learner relationships and/or loosely aligned with philosophy and practice.
10
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INT-A1 INT-C11
Diversity 10 points
Addresses clearly and integrates effectively the consideration of diversity in the overall philosophical argument.
Addresses the consideration of diversity in the overall philosophical argument but does not effectively integrate into the overall philosophical argument.
Diversity issues receive cursory attention.
10
COMPOSITION AND CRITICAL THINKING
Standard Descriptor Advanced Proficient Developing Points Earned
INT-B3 Mechanics 12 points
No errors in spelling, grammar, or punctuation.
Three or fewer errors in spelling, grammar, or punctuation.
More than three errors in spelling, grammar, or punctuation.
6
INT-B3 Composition 16 points
All of the following aspects are presented with exceptional quality: coherent, cohesive, sentence and paragraph structures.
Most of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures.
Few of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures.
10
INT-B3 Critical Thinking 12 points
All the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations
Most of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations
Few of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations
12
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TOTAL POINTS EARNED: 180/200
INSTRUCTOR COMMENTS:
Overall Mike this was well done. However, I think you would agree that there were too many
grammatical errors in this final draft. Let me give you a couple of techniques I use when
writing formal papers. One technique is that I will read out ‘loud’ what I have written.
That way I will generally ‘hear’ my grammatical errors (I will generally catch other
spelling, punctuation, structural errors as well). A second method is to read what you
have written backwards. Start at the end read and each paragraph. Then go to the next
paragraph and read it. Because you wrote what you wrote, sometimes we need to ‘trick’
our mind into actually engaging what we read so that we will catch our errors. It is also
acceptable to have someone else read for grammatical errors. I will often have my wife
read something and she will catch things I miss. Overall your content was excellent.
Great job.
INFORMATION LITERACY / APA
Standard Descriptor
Advanced Proficient Developing Points Earned
INT-A1 INT-B3
Citation Appropriateness 10 points
Exceptional understanding of existing body of knowledge on the topic. Appropriately compares own ideas to those of experts in the field.
Basic understanding of existing body of knowledge on the topic. Compares own ideas to those of experts in the field.
Weak or poor understanding of existing body of knowledge on the topic. Inappropriately compares or fails to compare own ideas to those of experts in the field.
8
INT-A1 INT-B3
Citation Format 4 points
All citations are in text and are correctly formatted using APA style guidelines.
Less than three instances of incorrect citations as according to APA style guidelines.
Three or more instances of incorrect citations as according to APA style guidelines.
1
INT-A1 INT-B3
Reference Appropriateness 12 points
Six references are listed from legitimate sources in the field of educational theory, philosophy, or research. All of the following are represented: book, academic journal, and online source.
Five or six references are listed from legitimate sources in the field of educational theory, philosophy, or research. At least two of the following are represented: book, academic journal, and online source.
Fewer than five references are listed and/or are from questionable sources in the field of educational theory, philosophy, or research. One or none of the following are represented: book, academic journal, and online source.
12
INT-A1 INT-B3
Reference Format 4 points
Bibliographic references are correctly formatted using APA style guidelines.
Less than three instances of incorrect bibliographic references as according to APA style guidelines.
Three or more instances of incorrect bibliographic references as according to APA style guidelines.
1
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